information processing models of memory and cognition; Roger on Freedom to Learn; ;Continue planning for presentations

Armstrong 2, Gardner 2; Baldwin 3,4 oe

BCG; Desensitization 2; Social Skills 1; (Hist: Thorndike, Skinner)

Lew on institutional applications of contingency management: basics of the operant approach

discuss Anderson; Baldwin oe; BCG

• Brandy: learning styles
• Wendy: perception/learning
• Rae & Isa: Learning Disabilities

Baldwin 10, 15; Beck 1, 2

• Amy & Michelle:habitual behavior
• Jessica & Crystal: emotional disorders

Baldwin 14

• Kate & Annie: Autism
• Veronica & Stepanie: Diet, Exercise

• Steve & Nadja
• Rebecca & Jon

• Ryan: ADD & ADHD
• Selena & Anoosheh: Montessori

• Jen, Elwin, Sandra

Anderson 15, Gardner 13; Beck 11,12

• Matt: biological basis
• Eloisa: Social influences

• FEB 25: BASELINE & DRAFT OF PROJECT DESIGN
• MAR. 3 OR 10: DESENSITIZATION WRITEUP
• MAR. 24: FIRST REFLECTIONS PAPER
• APRIL 14: DRAFT OF PROJECT WRITEUP
• MAY 5: SECOND REFLECTIONS PAPER
• MAY 19: FINAL DRAFT OF PROJECT
• PRESENTATIONS AS SCHEDULED

READING: Please do the assigned reading by the date shown and come to class prepared to discuss it.

TEXTBOOKS:

• Thomas Armstrong: 7 Kinds of Smart
• Aaron Beck: Cognitive Therapy and the Emotional Disorders
• Howard Gardner: The Unschooled Mind
• Any one of these three: Garry Martin & Joseph Pear: Behavior Modification--What it is and how to do it; John D. & Janice I Baldwin: Behavior Principles in Everyday Life; Ellen Reese: Human Operant Behavior. Or any other good book on reinforcement theory, stimulus control, etc. will do. Older editions are OK--don't pay 80 bucks for a new copy

DISCUSSION: This is a seminar. Each student will be expected to make one formal presentation, either individually or as part of a panel. Evaluations will be made by the entire class.

CRITERIA FOR EVALUATION OF WRITTEN MATERIAL (not in any special order)

• Whether you answer the question as posed
• Number of substantive points made. (A point for each, no extra points for repetition)
• Explicit reference to and use of ideas from reading assignments, lectures, movies, and websites
• Demonstrated thoughtfulness, insight, and understanding, rather than just regurgitation
• Inclusion of an example that shows clearly what you are talking about
• Specificity, as opposed to vagueness and ambiguity
• Clarity and understandability
• It's a definite plus if you use an outside source or sources (from library or the web) as well as text & lecture
• Apparent investment of time and effort
• Do I learn something from it myself?
• Do I enjoy reading it? Can you make me smile?

What do I consider a poor paper? One that just parrots back material with no thoughtfulness attached. One that sounds just like everyone else's. One that puts me to sleep (yes, it happens.) One that goes on and on about your opinions regarding something with no substantive data, observation, or explicit reasoning underlying the opinions. One that was obviously tossed off very quickly with little care. One that's sufficiently vague that I can't tell whether you really have any clue what you're talking about. One that does not refer to specific items that you learned for this course.

Correctness of spelling, grammar, etc. are not taken into account in grading unless they make what you are saying unclear or difficult to grasp. If some of these are corrected on your pape (and they probably will be), it is simply to help you improve your writing skills. Please pick up your final paper from the psychology work room or give me an envelope to mail it to you. I hate to make comments on papers and have them not picked up.

CRITERIA FOR EVALUATION OF PRESENTATIONS: Class members will each evaluate every presentation and Lew and I will simply tally the evaluations.

• desensitization/social skills paper: 10%
• presentation: 20%
• project: 20%
• reflections paper 1: 15%
• reflections paper 2: 15%
• demonstrated preparedness for discussion of reading, and sharing of items, information, & sites discovered online: 20%

MEANING OF GRADES: The university catalog provides these definitions:

A Outstanding / B Commendable / C Satisfactory / D Minimum Performance / F Failure

My more complete list (both for assignments and final grades) is:

• A Outstanding
• A- Excellent
• B+ Very good
• B Good
• B- Somewhat less than good
• C+ Not so hot
• C Not quite not so hot
• C- The minimum acceptable for credit in the major (Department's definition)
• D+, D, and D- Acceptable for credit toward the degree but not the major
• F Oops!

IMPORTANT: If you cannot finish the course, be sure to apply to the registrar for a "W" (Withdrawal.) This does not affect your GPA or carry negative implications. Or, if you have done most of the course, you can fill out a "Request for Incomplete" form, give it to me, and we will agree on what you need to do to finish (one year limit to complete this work). IF YOU DO NOT DO ONE OF THESE TWO THINGS, I AM REQUIRED TO GIVE YOU A "WU" (WITHDRAWAL UNAUTHORIZED) THAT TURNS INTO AN "F" AND COUNTS AS SUCH IN YOUR GPA. Please avoid putting yourself in the position of receiving this grade.

This is an experiential seminar dealing with the topics of learning, behavior, and cognition, in scientific psychology, psychological practice, and educational setting. I anticipate that there will be project-oriented, experiential, and presentation components. Class members and the professor co-determin

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